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James Banks Essay, Research Paper

Mark Shaffer

James Banks

James Banks
believes that there should be more multicultural education taught in
schools. Education about ethnic diversity treats cultural pluralism
within a nation-state by studying different traits from different
groups, which determine one group from another. He believes that a
major goal of education in a free society is acceptance of cultural
pluralism as a national strength and not an obstacle. Individuals of
various minority groups may maintain their ethnic identities while
sharing a common culture with Americans from many different ethnic
backgrounds. (http://ericae.net/edo/ED273539.htm)

A suggestion
made on how to incorporate more multicultural issues is that social
studies education should build consensus on core civic values
important to all Americans. These include the rule of law,
representative and limited government, and civil liberties, including
toleration of the respect of the rights of individuals and ethnic
minority groups. Banks believes that educators who recognize and
respect their students’ ethnic identities should also prepare them
to assume common obligations and responsibilities of citizenship
which involve shared civic values embodied in basic documents of the
American heritage. Although students and teachers may participate
variously within different microcultures, they also come together
within the American mainstream culture, especially the civic culture.
(http://ericae.net/edo/ED273539.htm)

James Banks has
four basic levels to what he thinks will reform the curriculum. Level
1 is called the contribution approach. This is when the “Heroes,
heroines, holidays, foods, and discrete cultural elements are
celebrated occasionally.” (See the chart) This is the level I think
most schools are at now. Level 2 is called the additive approach.
This is where things are added to the curriculum without the
structure changing. Level 3 is called the transformation approach.
This approach says, “the structure of the curriculum is changed to
enable students to view concepts, issues, events, and themes from the
perspectives of the diverse ethnic and cultural groups.” (See the
chart) Finally, the 4th level is called the action approach. This is
when the students are encouraged to take action to help solve
important “personal, social, and civic problems.” (See the chart)

It would not be
a hard thing to incorporate diversity issues into a physical
education class. Every sport or dance or activity had to originate
from somewhere. So what I would do is give each child a sport or
activity to do a project on. Each child would get a different
activity that came from a different place. The child would then teach
the class about his or her activity and where it originated. This
activity, I think, would best fit into Banks level three. The
structure of the class would change and the students would learn
things that are taught nowhere else in the school.

References

1. The chart

2.
http://ericae.net/edo/ED273539.htm

Bibliography

References

1. The chart

2.
http://ericae.net/edo/ED273539.htm

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